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WWC Review of the Report "Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children with Autism Spectrum Disorders." What Work Clearinghouse Single Study Review
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What Works Clearinghouse, 2012
The study examined in this review analyzed whether a full two-year "Learning Experiences and Alternative Program for Preschoolers and Their Parents" ("LEAP") training and support model for teachers was superior in improving outcomes of preschool children with Autism Spectrum Disorder (ASD), as compared to a limited…
Descriptors: Autism, Pervasive Developmental Disorders, Early Intervention, Preschool Children
Using the Language Environment Analysis (LENA) System in Preschool Classrooms with Children with Autism Spectrum Disorders
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Dykstra, Jessica R.; Sabatos-DeVito, Maura G.; Irvin, Dwight W.; Boyd, Brian A.; Hume, Kara A.; Odom, Sam L. – Autism: The International Journal of Research and Practice, 2013
This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data…
Descriptors: Autism, Pervasive Developmental Disorders, Preschool Children, Preschool Education
Using a Teacher Rating Scale of Language and Literacy Skills with Preschool Children of English-Speaking, Spanish-Speaking, and Bilingual Backgrounds
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Rodriguez, Barbara L.; Guiberson, Mark – Early Childhood Education Journal, 2011
The purpose of this study was to examine the relationship between a teacher report measure, the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson et al. in "Teacher rating of oral language and literacy (TROLL): a research-based tool." Center for the Improvement of Early Reading Achievement, University of Michigan, Ann Arbor,…
Descriptors: Rating Scales, Language Tests, Preschool Teachers, Preschool Children
Peer-Mediated Intervention for Preschoolers with ASD Implemented in Early Childhood Education Settings
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Katz, Esther; Girolametto, Luigi – Topics in Early Childhood Special Education, 2013
The purpose of this study was to investigate the effects of peer intervention on the social interactions of children with autism spectrum disorder (ASD). In this model, a speech-language pathologist and three early childhood educators trained typically developing peers to engage children with ASD in play. Three preschool children with ASD and six…
Descriptors: Peer Teaching, Intervention, Preschool Children, Pervasive Developmental Disorders
Initial Validation of the Prekindergarten Classroom Observation Tool and Goal Setting System for Data-Based Coaching
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Crawford, April D.; Zucker, Tricia A.; Williams, Jeffrey M.; Bhavsar, Vibhuti; Landry, Susan H. – School Psychology Quarterly, 2013
Although coaching is a popular approach for enhancing the quality of Tier 1 instruction, limited research has addressed observational measures specifically designed to focus coaching on evidence-based practices. This study explains the development of the prekindergarten (pre-k) Classroom Observation Tool (COT) designed for use in a data-based…
Descriptors: Classroom Observation Techniques, Psychometrics, Faculty Development, Preschool Children
Authentic Assessment for Infants and Toddlers: Exploring the Reliability and Validity of the Ounce Scale
Peer reviewed Peer reviewed
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Meisels, Samuel J.; Wen, Xiaoli; Beachy-Quick, Kristy – Applied Developmental Science, 2010
This study used a mixed methods methodology to investigate the reliability and validity of the Ounce Scale, an authentic, observational assessment of infants' and toddlers' development from birth through 42 months of age. Quantitative cross-sectional data were collected from 287 children and 124 teachers in seven urban Early Head Start programs;…
Descriptors: Performance Based Assessment, Measures (Individuals), Infants, Toddlers
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